Arkansas

$Arkansas flag$

Skills available for Arkansas pre-K math standards

Standards are in black and IXL math skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

Showing alignments for:

Arkansas Child Development and Early Learning Standards Arkansas Child Development and Early Learning Standards

Actions

Print standards

MT1 Number Concepts and Operations

MT1.1 Demonstrates number sense and an understanding of quantity
- MT1.1.1 Number Names and Count Sequence
  - MT1.1.1.1 Says or signs number words in order accurately with increasing ability to count to 5, then up to 10, and finally to 20 and beyond by the end of this age range
  - MT1.1.1.2 Names what number comes after another number with decreasing need to count up from one (e.g., When asked "What comes after four?" immediately says "Five" instead of "One, two, three, four, five…five!")
- MT1.1.2 Comparison of Quantity
  - MT1.1.2.1 Counts to determine and compare whether the number of objects in one group is more than, less than, or the same as objects in another group (for groups of five to ten objects)
- MT1.1.3 Connection of Number, Numeral, and Quantity
  - MT1.1.3.1 Shows increasing ability to count objects using one number for each object (one-to-one correspondence) and with increasing consistency uses the last number counted to represent how many objects are in a group (cardinality)
  - MT1.1.3.2 Instantly recognizes without counting (subitizes) objects in sets of one to four objects (e.g., when playing game where teacher changes the number of blocks under a sheet and then uncovers them, child correctly identifies number of blocks without counting)
  - MT1.1.3.3 Begins to use numerals to represent and communicate quantity (e.g., puts three counting bears on a card with the numeral "3" in a game)
  - MT1.1.3.4 Shows increasing understanding of the concept of zero (e.g., holds up closed fist to show "no more monkeys jumping on the bed" during the last verse of the song; when teacher takes all of counting bears during a game and asks, "Now how many do you have?" child responds "None!")
  - MT1.1.3.5 Produces a set of a certain number when prompted (e.g., puts five napkins on the table when asked)
MT1.2 Explores combining and separating groups (numerical operations)
- MT1.2.1 Changes in Quantity
  - MT1.2.1.1 Shows increased understanding that adding to or taking away objects from a group will increase or decrease the number of objects in the set (e.g., communicates, "I wanted more green blocks so my friend gave me three of his") and can describe parts of a group (e.g., Says, "I have four cubes. Two are red, and two are blue")
- MT1.2.2 Addition and Subtraction
  - MT1.2.2.1 Using fingers or manipulatives as tools, shows increasing ability to solve simple addition problems by joining objects together for increasingly larger totals (up to 10; e.g. when adding a group of 3 and a group of 2, counts "one, two, three…" and then counts on "four, five!" keeping track with fingers)
    - Add with cubes - sums up to 5 (P-M.3)
    - Add with cubes - sums up to 10 (P-N.3)
  - MT1.2.2.2 Using fingers or manipulatives as tools, shows increasing ability to solve simple subtraction problems by separating increasingly larger totals (up to 10; e.g., when asked how many counting bears will be left from a group of six if a friend takes two, child moves two bears to the side then counts remaining bears, "one, two, three, four…four bears!")
    - Subtract with cubes - numbers up to 5 (P-O.2)
    - Subtract with cubes - numbers up to 10 (P-P.2)
- MT1.2.3 Early Division and Fractions
  - MT1.2.3.1 Explores early division concepts by dividing objects into "fair-share" groups (e.g., gives three peers each two pieces of play fruit while playing restaurant) and identifying the concepts of a fraction whole and half by using real objects (e.g., identifies two equal parts of an apple or graham cracker as a half)

MT2 Algebraic Thinking

MT2.1 Uses classification and patterning skills
- MT2.1.1 Classification
  - MT2.1.1.1 Sorts objects by more than one attribute (e.g., color and shape); attends to more complex attributes (e.g., weight, texture); Sorts and then resorts based on a different characteristic (e.g., sorts by size and then by color)
    - Classify and sort by color (P-G.5)
    - Classify and sort by shape (P-G.6)
- MT2.1.2 Patterning
  - MT2.1.2.1 Recognizes, extends, and replicates simple repeating patterns (e.g., triangle, square, triangle, square or repeated music verses)
  - MT2.1.2.2 Creates own patterns in different forms (e.g., objects, sounds, movements) and fills in missing elements of a simple pattern (e.g., selects a green counting bear and completes the series of bears set out by the teacher: yellow, green, green, yellow, green, green, yellow, ____, green)
    - Complete a pattern (K-I.5)

MT3 Measurement and Comparison

MT3.1 Participates in exploratory measurement activities and compares objects
- MT3.1.1 Measurement
  - MT3.1.1.1 Measures attributes of objects (e.g., length, height, weight) using non-standard units (e.g., lines up a variety of objects, such as blocks and cars, end-to-end without gaps, to measure rug); and explores formal measuring tools (e.g., measuring cups, scale, ruler) with increasing independence and initiation of activity
  - MT3.1.1.2 Directly compares objects to see which is longer and later in this age range uses a third object to compare the length of two objects (e.g., uses yarn to measure two different objects)
    - Long and short (P-I.1)
- MT3.1.2 Comparison
  - MT3.1.2.1 Uses comparative language (e.g., "shorter," "heaviest") to directly compare two or more objects (e.g., identifies "small," "smaller," "smallest")
    - Tall and short (P-I.2)
    - Light and heavy (P-I.4)
  - MT3.1.2.2 Shows increasing ability to identify that different arrangements of the same number of objects are equal; begins to count to compare
    - Are there enough? (P-E.7)
- MT3.1.3 Seriation
  - MT3.1.3.1 Organizes a small set of objects (i.e., three to five) in an increasing or decreasing order (seriation; e.g., arranges a set of twigs from shortest to longest)

MT4 Geometry and Spatial Sense

MT4.1 Explores and describes shapes and spatial relationships
- MT4.1.1 Shape Knowledge
  - MT4.1.1.1 Recognizes and names familiar shapes (e.g., square, triangle, circle, rectangle) and later less familiar shapes (e.g., hexagon, trapezoid) and some three-dimensional shapes (e.g., cube, cone, cylinder, sphere); with increasing ability to recognize shapes regardless of orientation or size and to describe shapes in terms of their attributes (e.g., a triangle has three straight sides)
- MT4.1.2 Spatial Sense
  - MT4.1.2.1 Uses increasingly complex spatial vocabulary (e.g., inside, beside, below); follows directions related to directionality, order, and position in space (e.g., "move forward," "put it behind the green car"); and without needing to handle the object can mentally turn an object to perform simple tasks (e.g., communicates to a friend, "If you turn the puzzle piece it will fit")
- MT4.1.3 Shape Manipulation
  - MT4.1.3.1 Builds increasingly complex designs, pictures, and structures using two- and three-dimensional shapes (e.g., uses circles and rectangles to make a snowman image, constructs a castle out of building blocks), progressing from using one shape for each part of a picture to using several shapes to make one part
    - Compose two-dimensional shapes (K-W.17)
  - MT4.1.3.2 Combines, rotates, flips, and separates shapes to create designs (e.g., using parquetry blocks) and to make other shapes (e.g., combines two wood triangle-shaped unit blocks to make a square) and later in this age range shows increasing ability to predict which shapes might be used to create other shapes

Arkansas

Showing alignments for:

Actions

MT1 Number Concepts and Operations

MT1.1 Demonstrates number sense and an understanding of quantity

MT1.1.1 Number Names and Count Sequence

MT1.1.1.1 Says or signs number words in order accurately with increasing ability to count to 5, then up to 10, and finally to 20 and beyond by the end of this age range

MT1.1.1.2 Names what number comes after another number with decreasing need to count up from one (e.g., When asked "What comes after four?" immediately says "Five" instead of "One, two, three, four, five…five!")

MT1.1.2 Comparison of Quantity

MT1.1.2.1 Counts to determine and compare whether the number of objects in one group is more than, less than, or the same as objects in another group (for groups of five to ten objects)

MT1.1.3 Connection of Number, Numeral, and Quantity

MT1.1.3.1 Shows increasing ability to count objects using one number for each object (one-to-one correspondence) and with increasing consistency uses the last number counted to represent how many objects are in a group (cardinality)

MT1.1.3.2 Instantly recognizes without counting (subitizes) objects in sets of one to four objects (e.g., when playing game where teacher changes the number of blocks under a sheet and then uncovers them, child correctly identifies number of blocks without counting)

MT1.1.3.3 Begins to use numerals to represent and communicate quantity (e.g., puts three counting bears on a card with the numeral "3" in a game)

MT1.1.3.4 Shows increasing understanding of the concept of zero (e.g., holds up closed fist to show "no more monkeys jumping on the bed" during the last verse of the song; when teacher takes all of counting bears during a game and asks, "Now how many do you have?" child responds "None!")

MT1.1.3.5 Produces a set of a certain number when prompted (e.g., puts five napkins on the table when asked)

MT1.2 Explores combining and separating groups (numerical operations)

MT1.2.1 Changes in Quantity

MT1.2.2 Addition and Subtraction

MT1.2.3 Early Division and Fractions

MT2 Algebraic Thinking

MT2.1 Uses classification and patterning skills

MT2.1.1 Classification

MT2.1.1.1 Sorts objects by more than one attribute (e.g., color and shape); attends to more complex attributes (e.g., weight, texture); Sorts and then resorts based on a different characteristic (e.g., sorts by size and then by color)

MT2.1.2 Patterning

MT2.1.2.1 Recognizes, extends, and replicates simple repeating patterns (e.g., triangle, square, triangle, square or repeated music verses)

MT2.1.2.2 Creates own patterns in different forms (e.g., objects, sounds, movements) and fills in missing elements of a simple pattern (e.g., selects a green counting bear and completes the series of bears set out by the teacher: yellow, green, green, yellow, green, green, yellow, ____, green)

MT3 Measurement and Comparison

MT3.1 Participates in exploratory measurement activities and compares objects

MT3.1.1 Measurement

MT3.1.1.2 Directly compares objects to see which is longer and later in this age range uses a third object to compare the length of two objects (e.g., uses yarn to measure two different objects)

MT3.1.2 Comparison

MT3.1.2.1 Uses comparative language (e.g., "shorter," "heaviest") to directly compare two or more objects (e.g., identifies "small," "smaller," "smallest")

MT3.1.2.2 Shows increasing ability to identify that different arrangements of the same number of objects are equal; begins to count to compare

MT3.1.3 Seriation

MT3.1.3.1 Organizes a small set of objects (i.e., three to five) in an increasing or decreasing order (seriation; e.g., arranges a set of twigs from shortest to longest)

MT4 Geometry and Spatial Sense

MT4.1 Explores and describes shapes and spatial relationships

MT4.1.1 Shape Knowledge

MT4.1.2 Spatial Sense

MT4.1.3 Shape Manipulation